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Collegiate Recovery Program Shows Students They’re Not Alone Offers support for those recuperating from substance use

The CRP stresses that recovering students have the same class and University obligations as their peers. Photo by Sophie Park (CAS’20)

Collegiate Recovery Program is a supportive community for students facing addiction

Students in CRP explain its importance

Group dispels isolation, stigma that students in recovery can feel

The local bar was Megan’s study room.

During her sophomore year at another university, Megan began stopping by a local bar on weekend mornings to do schoolwork and grab a bite. She had few friends and was having roommate issues. After her schoolwork was done on a Sunday, she’d put away the laptop and drink while watching afternoon football—sometimes staying to watch the night game, where she’d continue drinking.

As Megan began drinking more, she went to class less. After graduating, she took a job back home and kept drinking until a cop pulled her over for a DUI. “I blew a .31 [blood alcohol content], almost four times the legal limit,” she says. She received a plea deal that required her to remain sober for a year, which she did, but she then resumed drinking. A year and a half ago she entered a recovery program.

Now closing in on graduation from the School of Law, Megan participates in the Collegiate Recovery Program (CRP), a year-old group for BU students in recovery from substance use run by Wellness & Prevention at Student Health Services. The program augments the University’s existing substance-related programming; it requires that participants’ full names be withheld in this story.

One of the CRP’s aims is dispelling the isolation and stigma that can beset a person in recovery, and through the program, Megan says, she’s been introduced to “people in similar situations—educated, in school, around my age—to maybe become friends with or at least hang out with every now and then. It was nice to meet some sober people.”

Open to any member of the University community who is in recovery or wants to begin it, the CRP’s goal is to help students stay sober and thrive. The program is clearly meeting a demand: starting out with just 2 attendees, Megan says, it grew to 30 within its first months. The program is currently funded by a three-year grant from the Nevada nonprofit Transforming Youth Recovery.

“The CRP has exceeded my expectations, but in a way, it has simply met them, as I already knew that these students could do remarkable things,” says Leah Barison, the Wellness & Prevention counselor leading the program. “Students have gotten sober, stayed sober, taken time off when needed, and returned to the CRP community.”

As with similar programs at other schools, the BU CRP hopes to help create a designated University residence for those in recovery in the future, Barison says. (Currently, BU designates certain suites within dorms as substance-free.)

Participants attest to the program’s value.

“I moved around a fair amount throughout middle school and high school and was very accustomed to being the new girl; I was never very comfortable with myself,” says a sophomore in the program. That discomfort, as well as living in Cambodia, where legal alcohol restrictions were scant, led to her first drink: “I felt that I had found a solution to the void I had always been trying to fill.”

Arriving at BU, she was hospitalized for dangerous drinking before her freshman year classes even began, and again three weeks later. Barison worked with her, and it took several more months and almost flunking out before she committed to sobriety.

College can be a treacherous path for those in recovery; while some peers support her efforts at sobriety, the student says she also encounters “people who try to convince me that I can drink, that if I just controlled my drinking, I’d be fine.” The CRP is important because “when I was first getting sober freshman year,” she recalls, “I was under the impression that I was alone and didn’t realize there were other students at BU going through the same thing. The CRP brings us together.”

A junior in the CRP recalls starting to drink in eighth grade. In high school, he developed bipolar disorder, and after arriving at BU, became addicted to cocaine. He says living at the University can be hard  on those in recovery; students sometimes violate the alcohol ban in freshman dorms, and none of the living-learning and specialty residences are designated for those in recovery, as for other communities.

BU takes pains to point out, through its mandatory first-year alcohol education program and other initiatives, that the perception of all students as Animal House imbibers is myth (more than one-third of Terriers don’t drink at all). But “I didn’t necessarily surround myself with people that were abstaining” before recovery, the junior says.

“I was around people that were responsible drinkers—plenty of them—but they were still drinking and doing recreational drugs. Being around a responsible drinker is still a triggering situation for me.”

A friend told him about the CRP, which offers communal activities with “fellow students who are having the same struggles,” he says, “anything from going to a BU hockey game together to seeing a movie together to having a paint night together to exploring different parts of Boston together.”

Today, he says, “I’ve kept sobriety and maintained sobriety and have definitely an amazing life right now. I have a wonderful relationship with my family, I’m doing great in school, my mental health symptoms are managed and going very well.”

A senior in the CRP says there is a damaging public misconception “that people who struggle with addiction are weak or lack willpower.… Someone who wants help may believe this misconception and then think that they’re not worthy of help.”

She “really fell in love with” the CRP, she says, because it fights that myth. “It’s really helpful to have a network of people who are going through something similar and are all here to support each other.”

For more information about the Collegiate Recovery Program, email Leah Barison at [email protected].

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The Program Stopped Because An Alternate Diskette Was Not Inserted

The program stopped because an alternate diskette was not inserted

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To fix Windows PC system issues, you will need a dedicated tool

Fortect is a tool that does not simply cleans up your PC, but has a repository with several millions of Windows System files stored in their initial version. When your PC encounters a problem, Fortect will fix it for you, by replacing bad files with fresh versions. To fix your current PC issue, here are the steps you need to take:

Download Fortect and install it on your PC.

Start the tool’s scanning process to look for corrupt files that are the source of your problem

Fortect has been downloaded by

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readers this month.

If you’re getting the ‘ERROR_DISK_CHANGE 107 (0x6B)’ error code with ‘The program stopped because an alternate diskette was not inserted‘, follow the troubleshooting steps below to resolve the issue.

This error might refer to various problems, so it’s not exactly easy to address it. However, once you’ve learned about the exact way it occurs, and it mostly occurs once the troubled program is run, we can easily apply some of the available workarounds.

Most of the time, this error occurs due to:

Missing EXE, DLL or SYS files.

Malware.

Registry corruption.

Corrupted installation of the program.

Outdated or even faulty drivers.

Outdated BIOS version.

Fix ‘The program stopped because an alternate diskette was not inserted’ error also known as ERROR_DISK_CHANGE 107 (0x6B) Scan for malware presence

The first thing you should do is to perform a thorough cleanup regarding the viruses. Various users reported critical system errors inflicted by the virus. Once they are safe to roam trough your computer, they tend to navigate to system folders and corrupt or delete essential system files. Moreover, they can damage the installation of a certain program which will, eventually, cause crashes led by errors.

When it comes to Windows Defender, this is how to perform a deep scan:

Open Settings.

Save everything before you start, to prevent the data loss since the PC will restart.

Your PC will restart and the scanning procedure will last for approximately 15-20 minutes.

This should be enough to get the malware out of the equation. Now, if the problem is still there, we should turn to additional steps.

For the seamless and coherent system performance, you’ll need to create an optimal state in which the software and hardware can function without issues. That link, or bond if you wish, depends on drivers. There’s more than one case where the system freezes or works with flaws, just because a certain driver isn’t properly installed. The same goes for the critical system errors, like the one with the error code 107 which we’re addressing today.

In addition, you can navigate to the OEM’s site and download the drivers for various devices.

Moreover, if you’re unable to locate and install a proper driver trough the Windows Update feature, you can always turn to an official manufacturer’s site and find the appropriate driver. Some users have problems with the identification of the device, but there’s a simple way to find out the exact name and traits of the device at hand.

Open the Details tab

From the drop-down menu choose HardwareId.

Copy the values from the box and paste them into the preferred browser.

You should see the exact name of your device and act accordingly.

Reinstall troubled program

Expert tip:

One thing that’s of utmost importance is a registry. So make sure to, after the program is uninstalled, use a 3rd-party tool and clean the remaining registry values. Moreover, you should navigate to the installation folder and delete the remaining files from there. Follow these steps to reinstall the troubled program and resolve the issue at hand:

While in the Category view, choose to Uninstall a program in the bottom left corner.

Locate the program that inflicted the error dialog box in the list.

Delete remaining folders and clean the registry (make sure to back it up before you run the cleanup tool).

Restart your PC.

Install the program and look for changes.

However, if the error occurrence isn’t program-related, you should move to the additional steps.

Scan system with SFC and DISM

Follow the instructions below to use the SFC tool and restore the possibly corrupted files:

In the command line, copy-paste the following command and press Enter:

sfc/scannow

After the procedure is finished, restart your PC.

Follow the instructions below to resolve the problem with DISM:

In the command line, type the following command and press Enter:

DISM /Online /Cleanup-Image /RestoreHealth

Wait until the scan is performed It can take about five to ten minutes.

After DISM has finished scanning, restart your computer.

With DISM, you’ll safely resolve the problems and, possibly, relieve yourself of errors.

Use recovery options

If all of the previous steps fell short and you’re still experiencing the same error in various scenarios, we have to inform you that your options are kind of limited. For the pre-Windows 10 systems, you can turn to System Restore. This procedure will restore your system to a latest properly functioning point so you can move on with a smooth PC use. Follow the steps below to restore your system to earlier restore point:

In Windows Search, under the Start Menu, type system properties and open System Properties.

In the System Properties dialog box, open System Protection.

Your PC will restart and the restoring procedure will start.

However, you have some other Recovery options that were introduced with Windows 10. One of those is ”Reset this PC” wich restores your PC to default values while keeping your files. Follow the steps below to use a Reset this PC and, after the procedure is done, you should be in a clear when it comes to system errors:

Press Window key + I to open Settings.

Open Update & Security.

Choose to Keep your files.

Follow the instructions until everything is done.

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Matriculation: Welcoming Bu’s Newest Students

Matriculation: Welcoming BU’s Newest Students President Brown tells freshmen “You have the potential to lead”

BU President Robert A. Brown welcomes the incoming Class of 2023 at the annual Matriculation ceremony at Agganis Arena on Sunday. Photo by Cydney Scott

Though many incoming freshmen have already set their sights on fields like law, medicine, and management, Brown urged students to use BU’s resources to broaden their horizons. “What I am speaking of,” he said, “is the rest of your college education, the classes you take that are not related to your major, and the other activities that round out your education and enrich your years at BU.”

Citing some “overarching goals” students should keep in mind if they are to become productive, competent, and humane in their careers and personal lives, Brown offered five suggestions. First, he urged freshmen to study the great traditions of thought that are the foundations of world cultures. “Second,” he said, “learn to distinguish between logical and illogical arguments, to struggle with the balances between individual freedom and collective responsibility.” Everyone needs to be scientifically literate, Brown added, to understand the nuances of matters like climate change and energy resources. He implored the students to learn to write clearly and easily. “IMHO, which stands for In My Humble Opinion when texting, will never be effective as ‘I think,’ as strong as ‘I believe,’ or as powerful as ‘I know,’” he said, to vigorous applause from parents. Finally, he encouraged mathematical literacy, saying, “You need to hone your quantitative reasoning skills to be successful in today’s world.”

Welcoming the newcomers on behalf of BU faculty was Carrie Preston, a CAS associate professor of English and the director of graduate studies for the Women’s, Gender & Sexuality Studies program. Preston consulted her iPhone for the University provost’s assignment to her. (“A blend of wisdom, humor, and anecdote.”) “Which reminds me,” she said, “check your email. Or even make a call,” she added, to hoots and applause from parents.

A medical school dropout, Preston said students could learn from her own history, and her pursuit of studies of theater and gender, and the fact that, according to her mother, she is “a doctor who doesn’t help anyone and teaches a dance form no one wants to see.” I hope, she said, “you will fail at something,” and learn from it as she did. She told the members of the Class of 2023 that she hoped they would also fall in love with a subject, a career, a person. And to parents, she said, even if your children take an unexpected path, be proud as long as they follow that path with care. More than anything, Preston told the assembled freshmen, “we want you to learn to be a good student,” and embrace learning, in class and out.

This year’s greeting from alumni (BU has nearly 307,000 around the world) came from Mary Buletza (SMG’80), president of the BU Alumni Association. This is “the most expensive non-reversible choice you’ll ever make,” she said. “And you chose wisely.” Paraphrasing former President Ronald Reagan, she said, “You have a rendezvous with destiny.”

As he does each year, Brown lingered for a bit on a topic he admits he wishes he didn’t have to discuss: binge and underage drinking. “I ask you today to act responsibly,” said Brown. “Through your behavior, represent yourselves, your families, and your university well.”

The theme of the day seemed to be flexibility, self-reliance, and openness to new passions and paths. On one succinct, lighthearted note of inspiration, Brown surveyed the nearly full arena and shared the words of the major league catcher and malaprop king Yogi Berra: “If you see a fork in the road, take it.”

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The 7 Best Print Ad Examples (+Why They’re So Effective)

Did you know that 95% of people under 25 still read magazines? 

The best print ad examples

Why they’re effective

Here we go!

7 best print ad examples (+why they work)

Here are the best print ad examples we could find offline and why they work so well.

1. Apple: A strong headline

Our first print ad example starts with an eye-catching headline. What makes a headline stand out?  

First, it should focus on your audience. You place the ad, but the story you’re telling in it isn’t about you–it’s about the prospects and customers you serve. Your headline should speak to the problem you solve for that audience and hint at your solution. 

Source 

This headline gets at the excitement and promise of the internet age. Remember, this is the time of dial-up modems when at-home internet access isn’t a given. These new computers are your admission pass to the information superhighway. 

Then, Apple cheekily positions the array of vibrant colors as a problem–“agony” to choose between them. In contrast, viewers feel delighted having a variety of bright machines to choose from. Apple’s candy-colored desktops stand in stark contrast to the standard beige, boxy PC. 

2. Metropolitan Transit Authority: Short and sweet copy

You have limited time to capture your audience’s attention in a print ad. That’s why it pays to keep your copy short. Think of it like poetry: Omit any word that isn’t necessary. 

The rules of grammar need not necessarily apply. Sentence fragments are okay if the copy is clever and clear. The one stylistic error to avoid, though, is repeating any words. With so little text, you don’t want to be monotonous. Lean on a thesaurus to help you find the proper substitutes for any duplicate words. 

Source 

The subway ad from the Metropolitan Transit Authority is an excellent example of brief and effective body copy. The underlying message is simple: Wear your masks on public transit. The copy takes a lighthearted approach in addressing a real and pervasive issue we all saw during the pandemic–namely, that people like to get a little creative about what constitutes mask-wearing. 

The visuals and body copy work in tandem to educate viewers about public health expectations while likely getting a knowing chuckle out of those who have seen the “mask over the mouth but not the nose” look in the wild. 

3. Heinz: Showstopping and complementary visuals

It’s also wise to select images that fit in with the visual identity of the rest of your brand. For example, if your website consists of cartoon images and icons, it may feel out of place if you run a print ad with stock photography. Creating a style guide can help you maintain consistency across your visual assets. 

It’s okay to be excited about visuals, but don’t overload the page. White space is not only okay; it’s essential. Visuals are more impactful with a little bit of breathing room. 

Source 

This ad from Heinz exemplifies the marriage of excellent copy and pitch-perfect visuals. The tomato stem atop the ketchup bottle implies to viewers that Heinz is made using real, fresh ingredients–and that story is supported by the headline, which uses the word “grows” instead of “makes.” 

4. Toyota’s RAV4: A Cohesive Story

With limited space comes limited attention. Your audience will likely only glance at your ad for a few seconds. Is it going to grab readers’ eyeballs and draw them in for a closer look? 

This is why creating cohesion between your visuals and copy is so crucial. When words and images come together to tell the same story, your audience quickly registers your message. If your story speaks to their needs or experiences, they’ll give your ad a second glance. 

Source  

This ad for Toyota’s RAV4 touts its heated seat feature. The visual shows footprints trailing from the vehicle to the snow nearby, where the two passengers have made snow angels. What’s noteworthy about these snow angels is that their seats have melted right through the deep snow, exposing the grass underneath.   

It’s a cheeky way (pun intended) to show just how warm and comfortable those heated seats feel on a cold winter’s day. And the joke of the image becomes apparent to viewers when they read the accompanying copy.  

5. Surfrider Foundation: A clear call to action

Once you’ve hooked your reader, ask for what you want. A call to action provides your audience with a clear next step. 

However, when you provide your reader with specific guidance on what to do next, they’re more likely to act on it. 

Source 

See this example from the Surfrider Foundation. The image–sushi made of plastic bags and other trash–immediately grabs your attention. Blue, which evokes the ocean, is a dominant color on the page; it’s used in the image, headline, and logo.  

The headline and photo are perfectly synced and grab a viewer’s attention. You immediately understand the message that you’re ingesting waste when you eat food from the ocean. And that frightening implication encourages you to read the body copy, where you learn the damning stats about the amount of plastic in our waters.  

Now that the viewer is adequately horrified, the ad wraps up with a call to action: Visit the Surfrider website to learn how you can reduce plastic pollution. 

6. Canadian food bank: Relevant contact information

Along with your call to action, you must include relevant contact information.   

Because of limited space in a print ad, it’s best not to include every social handle and email address. Instead, focus on the contact information a reader needs to complete the action you’ve asked them to take.  

The retailer having the in-store sale should provide its store address and weekend shopping hours. The contractor offering the free phone quote should include the number where readers can reach them. 

Source 

This ad for a Canadian food bank cleverly challenges the assumption that most places accepting food donations want non-perishable goods. The call to action is embedded in the headline (donate fresh food, please!), and the relevant contact information is included on the paper bag at the bottom. The food bank makes it easy for folks to donate fresh food by establishing a presence at the local farmers’ market, plus it invites readers to learn more on its website. 

7. UK HSBC campaign: Digital tactics as part of the print approach

Before deciding where you’d like to run your print ad, look at existing first-party data on your customers and prospects. Do they live in a particular geographic area? Are there any shared areas of interest?   

As you’re creating your print ad, think about ways to incorporate modern tracking technology to gather even more first-party data. QR codes have gained popularity since the pandemic and are a fantastic way to gauge ad performance. Creating a QR code for a print ad helps you see how many people came to your website after scanning the code. 

Source 

Take this example from a UK HSBC campaign. The ad invites folks to donate to HSBC’s Shelter program that helps people without a permanent address establish bank accounts. The QR code takes viewers to the donation page for Shelter (the QR code is now disabled). 

If you’re doing direct mailers, QR codes can get even more specific. Each mailer can have its own QR code that directs to a custom URL, allowing you to serve readers with hyper-personalized messaging while you gather information about who scanned on a person-by-person basis. 

All of this data gives you insights into the success of this campaign and helps you better understand your audience. Plus, it empowers you to strengthen your marketing approach in the future. 

Learn from the best print ad examples

A strong headline

Short, sweet body copy

Showstopping and complementary visuals

A cohesive story

A clear call to action

Relevant contact information

Digital marketing tactics, like QR codes

Amanda Rodhe

Other posts by Amanda Rodhe

Program To Convert Hexadecimal To Octal In C Program

Output: Octal Value = 646 Explanation:

Input: 1AA Output: 652

Approach we will be using to solve the given problem −

Taking the input and store it as a string.

Convert the hexadecimal number or expression to binary by following the below approach −

Check for all the 16 cases of hexadecimal by adding their respective binary representation.

Return the result.

Convert the binary number to octal number follow the following steps −

Take the 3 places by comparing all the possible cases of binary number to octal.

Set the value of octal = (val * place) + octal;

Divide binary number by 1000

place *= 10

Return the result.

Algorithm Start    Declare variables binary, place    Declare and initialize i = 0, rem, val    Initialize t n = strlen(hex)    Initialize binary = 0ll and place = 0ll    Loop For i = 0 and hex[i] != '' and i++ {       binary = binary * place;       switch (hex[i]) {          case '0':             binary += 0          case '1':             binary += 1          case '2':             binary += 10          case '3':             binary += 11          case '4':             binary += 100          case '5':             binary += 101          case '6':             binary += 110          case '7':             binary += 111          case '8':             binary += 1000          case '9':             binary += 1001          case 'a':          case 'A':             binary += 1010          case 'b':          case 'B':             binary += 1011          case 'c':          case 'C':             binary += 1100          case 'd':          case 'D':             binary += 1101;             break;          case 'e':          case 'E':             binary += 1110;             break;          case 'f':          case 'F':             binary += 1111;             break;          default:             printf("Invalid hexadecimal input.");       }       place = 10000;    }    return binary; } long long int binary_oct(long long binary) {    long long int octal, place;    int i = 0, rem, val;    octal = 0ll;    place = 0ll;    place = 1;       rem = binary % 1000;       switch (rem) {       case 0:          val = 0;          break;       case 1:          val = 1;          break;       case 10:          val = 2;          break;       case 11:          val = 3;          break;       case 100:          val = 4;          break;       case 101:          val = 5;          break;       case 110:          val = 6;          break;       case 111:          val = 7;          break;       }       octal = (val * place) + octal;       binary /= 1000;       place *= 10;    }    return octal; } long long int hexa_oct(char hex[]) {    long long int octal, binary;    // convert HexaDecimal to Binary    binary = hexa_binary(hex);    // convert Binary to Octal    octal = binary_oct(binary);    return octal; } int main() {    char hex[20] = "1a99";    printf("Octal Value = %lld", hexa_oct(hex));    return 0; long long int hexa_binary(char hex[]) {    long long int binary, place;    int i = 0, rem, val;    int n = strlen(hex);    binary = 0ll;    place = 0ll;    for (i = 0; hex[i] != ''; i++) {       binary = binary * place;       switch (hex[i]) {       case '0':          binary += 0;          break;       case '1':          binary += 1;          break;       case '2':          binary += 10;          break;       case '3':          binary += 11;          break;       case '4':          binary += 100;          break;       case '5':          binary += 101;          break;       case '6':          binary += 110;          break;       case '7':          binary += 111;          break;       case '8':          binary += 1000;          break;       case '9':          binary += 1001;          break;       case 'a':       case 'A':          binary += 1010;          break;       case 'b':       case 'B':          binary += 1011;          break;       case 'c':       case 'C':          binary += 1100;          break;       case 'd':       case 'D':          binary += 1101;          break;       case 'e':       case 'E':          binary += 1110;          break;       case 'f':       case 'F':          binary += 1111;          break;       default:          printf("Invalid hexadecimal input.");       }       place = 10000;    }    return binary; } long long int binary_oct(long long binary) {    long long int octal, place;    int i = 0, rem, val;    octal = 0ll;    place = 0ll;    place = 1;    // giving all binary numbers for octal conversion       rem = binary % 1000;       switch (rem) {       case 0:          val = 0;          break;       case 1:          val = 1;          break;       case 10:          val = 2;          break;       case 11:          val = 3;          break;       case 100:          val = 4;          break;       case 101:          val = 5;          break;       case 110:          val = 6;          break;       case 111:          val = 7;          break;       }       octal = (val * place) + octal;       binary /= 1000;       place *= 10;    }    return octal; } long long int hexa_oct(char hex[]) {    long long int octal, binary;    // convert HexaDecimal to Binary    binary = hexa_binary(hex);    // convert Binary to Octal    octal = binary_oct(binary);    return octal; } int main() {    char hex[20] = "5CD";    printf("Octal Value = %lld", hexa_oct(hex));    return 0; } Output Octal Value = 2715

Bringing Students Together In Math Class

For math teachers who will have students learning at home next year, fostering a feeling of community will be as important as building skills.

Over this past year, teachers have been continually stressed about how to effectively teach students in different locations simultaneously so that the class feels and operates like a cohesive unit. My district has adopted a hybrid format where some students learn remotely all year, some learn in class (roomers), and the remainder do a little of both (alternate weeks in class). In my role as instructional math coach collaborating with elementary teachers, I’ve been asked to both differentiate instruction and bring students together to provide a sense of normalcy.

Moving forward, how can teachers continue to engage students and encourage learning in school and at home while also sustaining best practices in mathematics? Here are three instructional teaching strategies that promote building community and math skills with a focus on promoting cohesiveness, positive self-efficacy about math, and student achievement.

Streamline Materials for Easy Access at Home

While online educational materials are definitely an essential option, it’s important to also offer parents print alternatives to online resources to ensure equitable opportunities for learning at home. Hundreds charts (to 100 or 120) are versatile and provide countless opportunities for learning and can be easily accessed online or drawn on graph paper. Either way, the charts can then be converted into game boards for different grade levels. Whether students are practicing adding up from any number or subtracting 10, they can use a hundreds chart as a game board for flexibility and ease of access to play games that strengthen foundational skills in mathematics at home and in class.

Many math games are available online, and here are examples of a few I’ve shared with teachers and parents to practice math skills using a hundreds chart with their elementary school children:

Race to 100 by beginning at 1. Rolling two dice (or using an online number generator), find the sum (or product) and practice with running totals. A player gets an extra turn if they land on a number that ends with a 0, switches with another player’s place if they land on a number that ends with a 7, or skips a turn if they land on a number that ends with a 5.

For young elementary school children, use an online spinner to choose a starting point. Practice counting up and skip counting to 120 using the chart.

Find the target number. Use the random number generator to choose a starting number. Players earn points by marking the number that is 10 more or 10 less than the starting number. Continue for 10 rounds. This activity cultivates math fluency in young children.

Using standard game boards at home is another way to play math games that will expand interest in math that goes beyond the daily routine of the elementary classroom. In addition to a hundreds chart, there are other standard math resources, such as easy-to-make number lines (also available online) and various sizes of graph paper that parents can use as game boards at home. Blank standard game boards are also available online at no cost.

Build a More Sustainable Math Community

Supporting regular communication that strengthens academics and also reaches beyond worksheet assignments or test prep contributes to building a more sustainable math community. Highlighting fun classroom activities and continuing that conversation at home sustains student interest and motivation in learning math while also solidifying skills and promoting achievement.

Pairing celebrating home involvement with engaging math can be as simple as students playing a game and capturing the “math moment” at home. I’ve collaborated with teachers to have parents send in photos of playing math games with their children. The photos are then organized into an online math slide show (set to music) for the class to watch. This fosters a cohesive, math environment both in and out of the classroom. During the follow-up class discussion, include dialogue about strategies for playing the math games. Additionally, teachers can inspire students to create their own games based on the standard game board and then share with the class.

Restructure the Math Conversation

Transform the math dialogue by looking for a literacy-math connection. For example, ask students to reflect on the probability of winning after playing a math game at home. Then have them write a “critic’s review.” Beyond academics, create a “math scavenger hunt” where students identify ways that math is an essential part of their everyday routine at home.

It’s important to strive to create opportunities that establish a sense of community regardless of the learning platform—remote, hybrid, in class. Easy-to-implement strategies can help bridge gaps by establishing a dynamic that’s engaging for students, no matter where they’re physically located. 

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